大專院校學生課後參與慢速壘球運動動機之研究

University Student the Research of the Motive for Students, Who Attend in Slow-Pitch Softball after Class

黃俊傑(Jun-Jeh Huang) ； 林郁捷(Yu-Jie Lin) ； 劉佳鎮(Chia-Jeng Liu)

《運動休閒餐旅研究》 3卷1期 (2008/03) Pp. 105-116

https://doi.org/10.29429/JSLHR.200803_3(1).06

摘要

本研究旨在探討僑光技術學院學生參與慢速壘球運動之現況；其次，透過自編課後參與慢速壘球運動參與動機量表爲研究工具，以問卷調查方式了解不同背景變項之學生在參與慢速壘球運動之參與動機。透過立意抽樣的方式，針對2007年從事課後參與慢速壘球運動習慣的僑光技術學院學生爲研究對象，其中包含一至四年級男女生各25人，共計200人，實際發放200份問卷，回收有效問卷188份，經分析與討論後結論如下：一、課後參與慢速壘球運動參與動機因素共有四項因素，其得分高低依序爲成就因素、心理因素、社會因素以及健康因素。二、不同性別與不同年級的學生在課後參與慢速壘球運動參與動機之差異情形爲（一）不同性別的學生在參與動機上並未有顯著差異；（二）不同年級的學生在參與動機上達顯著差異，其中以四年級＞一年級＞二年級＞三年級。整體而言，慢壘運動在僑光技術學院風氣頗爲盛行，未來若能有更多場地及設施，相信其發展將更爲可觀。

關鍵字

學生 ； 慢速壘球 ； 參與動機

並列摘要

This research is based on the target that is for the students, studying The Overseas Chinese Institute of Technology, with investigating and in an approach of sampling which are to be directed against the students, who are used to play Slow-Pitch Softball after class in 2007. With ”The motivation for attending Slow-Pitch Softball after class measurement Sheet”, which questionnaire is designed by author self, became as a tool to do this research. The object is concentrated on the undergraduates, who was separated first to forth grade and each grade was parted male and female for 25 person, totally have 200 persons in accounted. Getting rid of the unqualified questionnaires, we got the 188 effective ones back. These surveys were been through SPSS for Windows 11.0 that operated One-Way MANOVA and Two-Factor theory ANOVA to check the difference of the variation, used the method of Scheffe to compared with each other, and settled the Significance Level as α=.05. The results of this research are following: 1. There are 4 factors in the motivation of attending Slow-Pitch Softball after class, and motivation propriety is from high to low as: Achievement factor＞Psychology factor＞Society factor＞Healthy factor. 2. The differences from discrepant genders and grades in the motivation of attending Slow-Pitch Softball after class are: (1) the gender factor doesn't reach the Significance Level. (2) the grade factor reach to the Significance Level which was compared with as following: Forth grade＞ First grade ＞ Second grade ＞ Third grade.

並列關鍵字

Student ； Slow-Pitch Softball ； Motivation of attending

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